No Cover Image

Journal article 597 views

Use of the ‘Stop, Start, Continue’ method is associated with the production of constructive qualitative feedback by students in higher education / Alice Hoon; Emily Oliver; Kasia Szpakowska; Philip Newton

Swansea University Author: Hoon, Alice

Full text not available from this repository: check for access using links below.

DOI (Published version): 10.1080/02602938.2014.956282

Abstract

Students in higher education are increasingly asked to give feedback on their education experience, reflecting an increase in the importance attached to that feedback. Existing literature demonstrates that qualitative student feedback is valued and important, yet there has been limited evaluation of...

Full description

Published: 2015
URI: https://cronfa.swan.ac.uk/Record/cronfa20557
Tags: Add Tag
No Tags, Be the first to tag this record!
Abstract: Students in higher education are increasingly asked to give feedback on their education experience, reflecting an increase in the importance attached to that feedback. Existing literature demonstrates that qualitative student feedback is valued and important, yet there has been limited evaluation of the means by which qualitative student feedback is collected, and how collection method influences the depth of feedback from students. We evaluated the depth of feedback written by students on programmes at three different universities in the United Kingdom, using an established evaluation instrument. We found that the use of a structured pro forma (Stop, Start, Continue) was associated with feedback of greater depth than that produced using free text entry. We then evaluated the effect of switching from a free text to a structured pro forma at one institution and found, again, that the structured pro forma was associated with feedback of greater depth. In addition, students indicated a preference for the structured pro forma.
College: Swansea University Medical School